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PurposeDespite federal legislation requiring youth engagement in their transition planning, students with disabilities continue to be passive partners in this transition process, under informed about the process and future possibilities, and with goals misaligned with their hopes. Students with specific disabilities and those who are English learners, Black, Indigenous, and from communities of color are even more impacted by the lack of active opportunities to provide direction on their futures.MethodThe authors conducted a scoping literature review of youth engagement in the transition process for students served under Individuals with Disabilities Education Act.ResultsA shift towards active engagement for students in the transition process is critical. Inequitable experiences in that process exist for students based on individual and environmental characteristics. Active engagement will require direct, deliberate instruction and amelioration of structural barriers.ConclusionsAs a bridge between school years and adult environments, vocational rehabilitation counselors have an important role in supporting the engagement of students in transition planning as they learn and practice self-determination and self-advocacy skills to lead planning towards their future.

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This chapter, developed by faculty who self-organized as an interdisciplinary, collaborative team in the implementation of these two 325K projects, Teaming for Transition, funded at the University of Arkansas, describes a shared, core focus to better prepare professionals to support youth with disabilities in transition to adulthood. The authors share how across disciplines of Special Education, Communication Disorders, Vocational Rehabilitation, School Counseling, Social Work, and School Administration, the projects Teaming for Transition and Teaming for Transition – Preparing Youth for Work and Community have been designed and implemented around a shared framework, using innovative online learning technologies, with an inquiry-based approach to understanding the challenges of transition for youth in Arkansas and beyond. They share lessons learned and implications for faculty seeking to de-silo across programs, colleges, and disciplines.

Background The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder. Method This research examined the effects of a social knowledge training program, “Think Social,” as well as strategies to improve higher order cognitive abilities. Results and Conclusion Although quantitative improvement was not found, several qualitative gains in behavior were noted for the participants of this study, suggesting a benefit from using structured environmental cues of self-management strategies, as well as improved social understanding through social cognitive training.